This article discusses the needs analysis of the teachers and students towards the development of a multiple-representation-based blended learning Subject Specific Pedagogy (SSP) used in chemistry learning. The subjects of this study consisted of 15 chemistry teachers in Central Java and 34 high school students in class XII IPA. Primary data were obtained by providing teacher questionnaires consisting of the characteristics of reaction rates material, the use of learning media that are usually used, and students' critical thinking skills and learning using SSP blended learning based on multiple representations. While the student questionnaire consists of students' interests and learning methods in understanding chemical material, students' opinions regarding the reaction level material, and students' general critical thinking skills. The results of this need analysis show that teachers and students need integrated learning tools to support learning activities. The conclusion of this study is to develop a multiple-representation-based blended learning Subject Specific Pedagogy (SSP) to improve critical thinking skills and student learning outcomes
<p>Online distance learning during the COVID-19 outbreak presents new challenges and opportunities for teachers and students. The Blended Learning method is reported to be one of the promising alternatives. However, no specific study revealed the proper blended learning model for chemistry learning that require chemistry representation and can improve critical thinking and problem solving skills at high school level. Qualitative research using phenomenological methods was used in this study. The data collection technique used is using questionnaires, interviews, and documentation. A total of 22 respondents from master students of chemistry education, lecturers and teachers of chemistry education participated in this study. The blended learning model analyzed in this study are Rotational blended learning models (station class, Lab/Whole Group class, flipped class, and Individual), Flex, Self-Blend, and Enriched-Virtual classes. The study results indicate that the blended learning model that the respondents chose the most suitable for multiple representation-based chemistry learning was the Flipped Class model (50%), while the one that was not selected was the Individual Rotation model.</p>
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